Higher Environmental Science

Unit 1 Living Environment

1. Investigating ecosystems and biodiversity

Understand the ecological terms, habitat, community, biotic,

abiotic, biomass, biodiversity, species, niche, population,

adaptation and competition

Be able to describe and explain biodiversity in the context of one

aquatic ecosystem of international importance – Great Barrier

Reef (for example, what plants and animals are found here, why

are they found here, what relationships are there, what threats

are there, why it is of international importance….)

Describe different sampling techniques for plants and animals

using qualitative and quantitative techniques – transects, quadrat,

nets, traps, Tullgren and Baemann funnels (and be able to state

the limitations of each)

State which instruments are used and how they are used to

measure abiotic factors (and by interpreting graphs and tables,

describe their effects on the frequency and distribution of

organisms (abiotic factors to include temperature, light intensity,

soil moisture, soil pH, water flow rate, oxygen concentration,

water pH, salinity and tidal effects, humidity, wind velocity, wind

direction, precipitation and slope))

State how results from an instrument or sampling technique can

be made more reliable

Be able to identify flora and fauna using keys, paired statement

and branching (and be able to describe differences and

similarities)

2. Interdependence

Be able to describe and explain population dynamics in food webs

using the terms, stability in population, carrying capacity,

mutualism, parasitism, density dependent and independent

factors (and understand what they mean)

Explain energy conversion, transfer and loss in food chains and

webs by describing

o Photosynthesis and respiration (word equations)

o Biomass as a measure of net and gross productivity

o Efficiency of energy transfer in food chains and food webs

(carry out calculations)

Describe and explain the effects of biotic factors (to include

predator-prey cycles, grazing, inter-specific and intra-specific

competition)

Define and give example of endotherms and ectotherms

Succession. Describe the sequence of seral succession from

primary colonisers to climax community, including changes in their

climatic and soil related characteristics (edaphic factors)

Explain how humans can impact the process of succession

(plagioclimax community, for example heather moorlands and

chalk grasslands)

3. Human Influence on biodiversity

Describe the changes that have happened due to the

development of intensive agriculture – larger fields, fertilisers,

pesticides, drainage of wetland ecosystems.

Explain the effects on the environment and biodiversity due to

intensive agriculture (Effects to include eutrophication and

bioaccumulation (Emphasis should be on the loss of biodiversity

and the need for more food for a growing population, be able to

give reasons why is the population growing)

Describe the responses to eutrophication and bioaccumulation (to

include reduce use of fertilisers and pesticides, organic farming,

specialised schemes (NVZs) and education to promote the

protection of ecosystems)

Describe how urbanisation has impacted biodiversity (should

include the difference between greenfield and brownfield sites)

Urbanisation should include changes in land use, recreational land

use of water and land, and include the building of transport

routes, for example dualling the A9

Explain the formation of acid rain and state the impacts of acid

rain on biodiversity (for example, the impact on lichens, plants

and animals)

Describe the impact of sewage on a freshwater ecosystem (for

example the biodiversity and the oxygen content)

Define the term indicator species and give examples (to include

invertebrates and lichens)

Describe and explain the impact global warming is having on

biodiversity and species distribution (for example, the number of

arctic hares and where they are found, the distribution of alpine

flowers in Scotland, the breeding range of some birds expanding

into the UK so less need to migrate south)

Describe and explain the impact non-native species (grey squirrel,

ruddy duck, sika deer, rhododendron ponticum) have on native

biodiversity and the methods used to minimise these impacts.

(Impacts should include loss of native species through competition

and hybridisation with native species)

Describe the advantages and disadvantages of the reintroduction

to Scotland of nationally extinct species (for example the sea eagle

and wolf)

State why there is a need for legislation and policies to protect

conserve and enhance our environment. (For example Agenda 21,

National Parks, NNRs, SSSIs, ESAs, NSAs, LBAPs, as well as Town

and Country Planning Act, Countryside (Scotland) Act, Landfill tax)

Unit 2 Earth’s Resources

1. Overview of Earth Systems and their interactions

State that the geosphere a, hydrosphere, biosphere and

atmosphere all interact and make up the Earth’s systems

Define and classify of physical, biological, renewable and non-

renewable resources (note, coal and petroleum, though of

biological origin are classified as physical resources. Soil is of

mixed biological and physical origin)

2. Geosphere

Describe and explain plate movements around the world and how

it effects resource distribution (for example, copper deposits in

Cyprus and in the Andes, and petroleum in the North Sea)

State the difference between ore minerals and ores, giving an

example of each

Describe and explain the formation, discovery, extraction and

processing of aluminium ore and the uses of aluminium

Describe and explain the formation, discovery, extraction and uses

of barite and clay

Describe how glass is made and what it is used for

Describe how nuclear power is generated (including fission) and

state the advantages and disadvantages of nuclear power

compared to fossil fuels and renewable sources

Describe how geothermal power is generated (including fission)

and state the advantages and disadvantages of geothermal power

compared to fossil fuels

3. Hydrosphere

Describe the hydrological cycle (stating different sources of water,

for example groundwater and surface water)

Describe ocean currents and the impact they have (mention the

effect of the Coriolis force and how the UK seas are ice-free while

ice forms at similar latitudes, Hudson Bay)

Describe how sea-level changes relative to land levels

State that water is unequally distributed around the world with

areas of surplus and deficit and the problems that may arise

because of this (conflicts that may arise if rivers flow through

more than one country, for example the Rhine, Danube and Rio

Grande and any solutions that have arisen)

Describe water transfer schemes, especially the movement of

water from surplus to deficit areas (for example, the Colorado

River and the impact of the Hoover Dam (1935) and the Glen

Canyon Dam (1963))

State the different uses of water, for example paper making,

brewing, whisky distilling and irrigation

Describe how hydrogen can be made by electrolysis of water (the

production and potential for use of the hydrogen economy)

4. Biosphere

Describe and explain the structure and composition of podzols

and brown earths (to include soil profiles)

Explain how podzols and brown earth soils can be used

commercially (for example, forestry and agriculture)

State the resources that can be obtained from seaweed, including

alginates

Describe the different uses of seaweed, for example food

processing, fertilisers and in cosmetics

Describe the different uses of barley, for example whisky distilling,

brewing and food processing

State that processed biofuels include biodiesel, bio –crude oil and

bio-ethanol. Give the advantages and disadvantages of using

processed biofuels

5. Atmosphere

Describe and explain the global heat budget (transfer or heat

from the tropics to the colder polar areas)

Describe how neon and argon are manufactured and state what

they are used for (neon is used in the lighting of signs, argon is

used in light bulbs, inert gas welding, fire extinguishers and as an

asphyxiant in the poultry industry)

Describe how wave power is generated and state the advantages

and disadvantages of wave power

Unit 3 Sustainability

1. Introduction to sustainability

Definition of sustainability and an understanding to the

increased awareness of sustainable development

(Development which ‘meets the needs of the present without

compromising the ability of future generations to meet their

own needs)

2. Food

Describe the global strategies used to increase food production

o Land-based food production systems to include

mechanisation, agrochemicals, irrigation, land

management (crop rotation, hedgerow removal,

diversification, conservation practices, and cultivation of

marginal lands) genetic engineering, GM crops, high

yield varieties, selective breeding and hydroponics.

o You should be able to refer to a case study which has

gone through change with the focus on maximising

yields (either Extensive Commercial farming on the Great

Plains in North America or intensive peasant farming in

SE Asia)

o Aquatic food production systems (aquaculture to include

high density cages, pesticides, selective breeding GM

and hormone use and marine fishing)

o You should be able to refer to a case study which has

gone through change with the focus on maximising

yields, salmon farming off the Scottish West coast

Describe the social, economic and environmental impacts of

these strategies

Describe the EU role in farming (CAP) and fishing (CFP)legislation

and the advisory role of the UN, going into detail

3. Water

State that there is an increasing demand for global water supplies

due to increasing population pressure and the demands from

development (differences between more and less developed

countries)

Describe how water can be stored (reservoirs and underground

storage)

Describe water conservation methods in domestic, industrial and

agricultural use (for example, water meters, low flush toilets,

water free urinals, recycling ‘grey water’ such as laundry and

bathing, washing dishes, rainwater harvesting, efficient

appliances, drip irrigation in agriculture)

Understand how desalination, irrigation and drought resistant

crops can help areas of water deficit

Describe and explain methods used to improve quality of water

supply, including filtration (micro-membranes and ultra-filtration),

purification and disinfection (ultrasound, ultraviolet light and

water monitoring systems) to prevent the spread of water-borne

diseases

Compare the different strategies used to treat sewage in more

developed countries (piped removal, sewage farms (with filter

beds and anaerobic digestion) and use of biotechnology) to less

developed countries (septic tanks, pit latrines and composting

toilets)

Describe how the EU regulates and advises on water quality as

well as the advisory role of the UN

4. Energy

State that there is an increase in global energy demand due to

population increase and consumerism

Describe and explain the enhanced greenhouse effect, making

specific reference to anthropogenic greenhouse gases

Describe the social, environmental and economic impacts of

climate change (to include sea-level rise, desertification, crop

failures and famine, changing weather patterns and global

dimming

Describe the strategies implemented to try and reduce

greenhouse gas emissions (including energy conservation, energy

taxation, hybrid cars, energy efficient appliances and engines,

Scottish renewables Obligation) and state whether these

strategies are working or not

Be aware of the Rio Earth Summit and the impact it had on the

sustainability as well as Kyoto and Paris 201 5 and the impact they

had on climate change. (for example the introduction of

legislation such as Zero Waste Scotland Campaign, Climate Change

(Scotland) Act 2009, UK Carbon Plan

5. Waste Management

State that there is an increase in global waste production due to

an increase in population and consumer demands (for example

more packaging used and more of a ‘throw away’, disposal world)

Explain the waste hierarchy, in detail (to include minimisation –

improved quality control and process monitoring, food use by

dates and the impact on food waste, reuse and preparation for

reuse, recycling, the advantages and disadvantages, the

advantages and disadvantages of landfill and incineration)

Define life cycle analysis and be able to describe the process using

a household product as an example

State the national and international policies as well as legislation

in relation to waste (for example Zero waste Scotland Plan, SEPA

role and EU landfill directive)